Through the Chronicles 1
Abstract help
One of the hardest transitions for ninth graders to
make is that of learning the importance of completely
reading a text and being able to analyze it. This lesson
provides the opportunity for students to read Martian Chronicles
by Ray Bradbury in groups and to discuss the plot of each
episodic chapter and to analyze as well.
The reading and analyzing of a text is an act that intimidates students,
specially their first year in high school. This lesson creates
an enviornment that lacks the solitude and intimidation
of excavating a text.
Students discuss with each other possible thematic outcomes that each
chapter provides. They learn to analyze on their own and to
understand how others might analyze the same material differently.
Students also practice word processing skills and they learn how to organize a portfolio
that is kept as a hard copy and they also save their work on a disk.
make is that of learning the importance of completely
reading a text and being able to analyze it. This lesson
provides the opportunity for students to read Martian Chronicles
by Ray Bradbury in groups and to discuss the plot of each
episodic chapter and to analyze as well.
The reading and analyzing of a text is an act that intimidates students,
specially their first year in high school. This lesson creates
an enviornment that lacks the solitude and intimidation
of excavating a text.
Students discuss with each other possible thematic outcomes that each
chapter provides. They learn to analyze on their own and to
understand how others might analyze the same material differently.
Students also practice word processing skills and they learn how to organize a portfolio
that is kept as a hard copy and they also save their work on a disk.
National Standards help
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
Pre-requisite Skills help
Students must be able to read and write
Students must be able to tepy and learn and understand the basics of
word processing applications.
Students must be able to socialize with peers
Students must be able to tepy and learn and understand the basics of
word processing applications.
Students must be able to socialize with peers
Student Activity help
Each class will be divided into four groups-
There will be four groups, divided by pages as follows:
Group1--p1-47, Group 2-- p 48-87, Group 3-- p 88-130, Group 4-- p131-172
Each student per group will keep a portfolio of work, each portfolio will contain the following word processed and saved on a disk:
1. Chapter summary- A few sentences summarizing each chapter.
after reading in groups students sumarize that chapter, no more than three sentences, in order to articulate the material covered.
Group members network with each other to delegate what information is most important to be placed in the summary.
This creates a dialogue between students in each group that assists their understanding and interpretation of the text.
2. Thematic Analysis- A list of questions (provided by the teacher) will be answered that will help students focus on thematic possibilities
presented by each chapter. These questions are to be answered in groups, but each student keeps a set of answers in his portfolio.
The nature of the questions forces students to analyze each episodic chapter from the text and it creates a dialogue between group members
that allows them to make analytical choices regarding the text.
Thematic Analysis Questions
What does the Title tell us about the chapter?
Describe the setting.
What is the conflict? (Who is the conflict between, who vs. who)
What do you think is the theme/message?
If you could change the title, what would you change it to? Why?
Basically students practice reading skills in small numbers, which diminishes
the fear of reading to large numbers of peers and guarantees that the text will be read.
Students work together to analyze the text with open dialogue that allows them to decide
the thematic importance of the text.
The information is word processed and saved on a disk which allows students to
learn and pracrice word processing skills.One of the
There will be four groups, divided by pages as follows:
Group1--p1-47, Group 2-- p 48-87, Group 3-- p 88-130, Group 4-- p131-172
Each student per group will keep a portfolio of work, each portfolio will contain the following word processed and saved on a disk:
1. Chapter summary- A few sentences summarizing each chapter.
after reading in groups students sumarize that chapter, no more than three sentences, in order to articulate the material covered.
Group members network with each other to delegate what information is most important to be placed in the summary.
This creates a dialogue between students in each group that assists their understanding and interpretation of the text.
2. Thematic Analysis- A list of questions (provided by the teacher) will be answered that will help students focus on thematic possibilities
presented by each chapter. These questions are to be answered in groups, but each student keeps a set of answers in his portfolio.
The nature of the questions forces students to analyze each episodic chapter from the text and it creates a dialogue between group members
that allows them to make analytical choices regarding the text.
Thematic Analysis Questions
What does the Title tell us about the chapter?
Describe the setting.
What is the conflict? (Who is the conflict between, who vs. who)
What do you think is the theme/message?
If you could change the title, what would you change it to? Why?
Basically students practice reading skills in small numbers, which diminishes
the fear of reading to large numbers of peers and guarantees that the text will be read.
Students work together to analyze the text with open dialogue that allows them to decide
the thematic importance of the text.
The information is word processed and saved on a disk which allows students to
learn and pracrice word processing skills.One of the
Assessment help
*Portfolio- All sections must be word processed, free
of grammar and spelling errors and saved on a disk.
of grammar and spelling errors and saved on a disk.
Technology Requirements/Integration help
Students learn the basics of operating a word processing application
and they learn how to save their work on a disk.
and they learn how to save their work on a disk.